This monograph argues that the case method of instruction, used effectively in legal and medical education, offers unique potential for revitalizing the field of teacher education. A description of the use of the case method in two different teaching sessions demonstrates how the method can exemplify the way a teacher frames and solves a dilemma and encourage students to diagnose, justify, and reflect on alternative action plans. In arguing the potential of the case method, several key questions are addressed: (1) What is meant by the "case method," and what purposes has the case method served in other professional fields? (2) How do the capabilities of the case method match up with the necessary components of the teacher education curriculum? and (3) If the case for cases in teacher education is compelling--as this monograph argues that it is--what will it take to move ahead and build the case method into existing teacher education curriculum and instruction? For institutions recognizing education as a professional field, the case method of instruction offers one effective pedagogical method by which to operationalize this belief. (JD)